The implementation of SETS approach towards students achievement on the solubility material based on KKNI

The low students’ achievement, lack of variety of teaching methods on Basic Chemistry, lack of students’ engagement on teaching and learning process, misconception of Chemistry is difficult subject, and the changes of curriculum into KKNI on Industrial Revolution 4.0 that demand for the students are on the level 6 on the output based on the government legislation are the problems that need to be done on this study. This study aimed to find out the students’ achievement and response during the learning process on Basic Chemistry-Solubility and Solubility Product-class by using SETS approach based on KKNI. This is a quasi experiemental study through the distance learning. The technique of collecting the data was documentation and research instruments that consist of course outlines (RPS), students’ activity (observation sheet), and students’ work sheets that describe the activity with SETS method, pretest and post test, and the student’s questionnaire. The results showed that the implementation of SETS approach affects the students achievement thus there is enhancement on students achievement for the control and experimental class for 51.92% and the students response on the methods are 88%. The Concluded that there is an effect of Using SETS to improve student achievement and increasing student responses to learning.

The effect of colloids practicum e-module to improve students’ interest on virtual lab during the covid-19 pandemic

Practical learning which is generally carried out in the laboratory is one of the important lessons in the science learning process, especially chemistry. The Covid-19 pandemic has caused practical learning activities to not be accommodated in real laboratories. This situation encourages the creation of practical learning innovations, namely the use of virtual labs. In this study, students' learning interest in the use of virtual labs is described which is integrated with the use of e-modules on colloidal material. Based on the results of data analysis, 74.55% of students were interested in using the virtual lab, 10.90% very interested, 12.73% quite interested, and 1.82% lack of interested. These data indicate that the majority of students can make good use of the virtual lab and are able to optimally elaborate on the learning process. However, virtual labs are not intended to replace real laboratories but can be used as supplements and media to support learning in real laboratories.

The effectiveness of the four-step jigsaw and jigsaw learning model in improving students' argumentation skills about salt hydrolysis concept

One of the learning models that can train students in developing argumentation skills is the jigsaw learning and its modified forms. This study aimed to see the effectiveness of the four-step jigsaw learning and the Jigsaw learning in improving students' argumentation skills about the concept of salt hydrolysis. This study was conducted with 2 classes of 11 grade students of SMAN 7 Kerinci Jambi. Some 53 students in total were purposively recruited and participated in this experiment. Concurrent embedded mixed method with two-group pretest-posttest control group design was used in this study. The results of independent t-test showed that 4SJ was more effective than the Jigsaw class (t= 2.668; p-value = 0.01 < 0.05). It was supported by the n-Gain of 4SJ which was 0.71 and the n-Gain of jigsaw was 0.67. Two factors that influenced the differences in students' argumentation skills were observed; these included the difference in learning duration and the intensiveness in conducting the argumentation debate.

Analysis of online learning based edmodo in pandemic era in atomic structure classes x at senior high school harapan 1 Medan

Education in Indonesia since middle-March 2020 has undergone significant changes. Online learning to answer questions is a solution to the virus problem that has spread to cut cases of the Covid-19 virus using online media. Edmodo is a learning application that the application can use in bold type learning, including atomic structure material. This study analyzes the Edmodo-based understanding used for learning media on atomic structure material and how students respond to the Edmodo application in chemistry learning, especially atomic structure material. The research method used is descriptive qualitative. The results showed that the effectiveness of learning was 69%, application sustainability during the pandemic was 76%, ease of access was 97%, ease of communication was 61%, the clear assessment was 84%, and understanding of the material Edmodo was 59%. Implementing chemistry learning consists of (1) choosing Edmodo as a bold learning medium in chemistry learning based on analyzing student needs with reasoning and mastery of applications; (2) planning the application as a student learning medium as described in the Semester Learning Plan; (3) implementation in Edmodo-based online learning is carried out well and smoothly based on semester learning plan; and (4) edmodo as an application can help carry out chemistry learning in atomic structure subjects to measure student learning outcomes. So it can be concluded that Edmodo is a practical application to use during the Pandemic of Covid-19.

Students’ learning outcomes on hydrocarbon materials through mind mapping method

The purpose of this study was to determine the effect of the Mind Mapping learning method on student learning outcomes in class XI MIPA SMAN 1 Siberut Tengah on hydrocarbon material. The research sample amounted to 28 students, who were selected using the Purpose Sampling technique. The instrument used was a test instrument for chemistry learning outcomes, in the form of pretest and posttest which were analyzed using SPSS 22 for window to determine the results of the T-test on the Independent Sample Test. Normality test using Shapiro-Wilk test on sig. > 0.05 that is equal to 0.034. The results of hypothesis testing using the Independent Sample Test which shows that the value of sig. (2-tailed) 0.000 < 0.05, which means Ha is accepted. Thus, it is concluded that there is an effect of using Mind Mapping to improve student chemistry learning outcomes.

Natural mouthwash of sarang banua leaves (Clerodendrum fragrans Vent Willd) extractas a healthy solution during the covid-19 pandemic

The spread of the COVID-19 virus has shaken the world. The application of Clean and Healthy Living Behavior (CHLB) is the best effort to prevent the transmission of the Covid-19 virus. Maintaining oral and dental hygiene can improve health, especially during the COVID-19 pandemic. Sarang Banua (Clerodendrum fragrans Vent Willd) is a local plant of North Sumatra, containing secondary metabolites of alkaloids, steroids, flavonoids, triterpenoids, saponins, tannins, and quinones that have bioactivity such as antibacterial and antioxidant. The preparation of Sarang Banua mouthwash (SABANA) made from the extract of the sarang banua leaves with a concentration of 0.5 grams in 100 ml of preparation (0.5%) has been formulated, evaluated by organoleptic, pH and antibacterial test. The results of organoleptic and pH tests showed that SABANA mouthwash preparations were brown and slightly cloudy, tasted very distinctive, fresh, and eliminated bad breath with a pH of 7 in accordance with quality standards. About 70% of the panelists stated that they really liked the color, aroma, taste and appearance of SABANA mouthwash preparations. The results of antibacterial test against the oral bacteria Streptococcus mutans ATCC (25175) showed that 0.5% and 0.75% of the oral antibacterial mouthwash was found to be effective as oral antibacterial with an average inhibition zone diameter of 16.55 and 16.9 mm. Through the activities of the Student Creativity-Entrepreneurship Program, SABANA mouthwash have been produced and marketed in the local as well as outside the city by online and offline-shop and have the opportunity to develop into a new entrepreneur.

Discovery learning model to optimize students’ critical thinking skills on hydrocarbon material

Learning in 21st century requires an advance human mindset, especially critical thinking skills. Critical thinking skills improve the learning process to be more optimal in taking the core of the learning. However, data shows that the critical thinking skills of class XI IPA 2 students are still lacking because they have not been able to answer the analytical questions which is this is the important skills for the students. This paper aims to describe the use of discovery learning models to optimize students' critical thinking skills. The research method used is descriptive qualitative. The research subjects were 28 students of class XI IPA 2 in one of the senior high schools in Jakarta in the academic year 2021/2022 odd semester. Based on the study and data on each indicator, it was found that the use of discovery learning models was able to optimize students' critical thinking skills. Each step in the discovery learning model facilitates the achievement of indicators of critical thinking skills.

The effectiveness of modified flip-based argumentation learning in improving students’ argumentation skills about hydrocarbon

The FBAL learning model is a learning model that has a specific purpose to improve students’ argumentation skills by integrating Toulmin's argumentation pattern. This study aimed to see the effectiveness of the Modified Flip-Based Argumentation Learning in improving students' argumentation skills about the concept of hydrocarbon compounds. The effectiveness was examined by comparing this model to Flip-Based Argumentation Learning and Flipped Classroom model. The factors that influence the differences in students’ argumentation skills amongst the three classes were also investigated. Concurrent embedded mix method design was used in this study. Some 93 students of 11 grade of SMA Negeri 1 Merangin Jambi were participated in this study. Data were collected using argumentation test (pre-test and post-test) and observations. The results showed that there was no difference between the Modified FBAL and FBAL in improving the students’ argumentation skills but both were different from the Flipped Classroom. The N-gain was 0.80 and 0.81 respectively for the Modified FBAL and FBAL. However, those were higher than the N-Gain of Flipped Classroom which was 0.71. Difference in providing the students with opportunities to practice their argumentation skills amongst the three models was the major factors influencing the students' argumentation skills in the three classes.

The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept

Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills.

The effect of STEM approach e-module -topic of free-range chicken eggs productivity on student learning outcomes in entrepreneurship courses in the era of the industrial revolution 4.0

The use of technology in the form of e-modules in entrepreneurship courses in the chemistry education study program, Universitas Sriwijaya is a challenge for learning in the industrial revolution era 4.0. So this study aims to determine the effect of STEM approach e-module- topic of the productivity of free-range chicken eggs on student learning outcomes in entrepreneurship courses in the era of the industrial revolution 4.0. Respondents of this study were students in the third semester of the chemical education study program at the Sriwijaya University. This research method is a quasi-experimental method, where a limited field test is carried out on previously developed e-modules. Data on student learning outcomes were obtained from the pre-test and post-test scores which were analyzed by N-Gain. The results showed that the N-Gain value was 0.937 which was classified as high category, which means that there was a significant difference in student learning outcomes before and after using the STEM e-module approach. Beside that, respondents have reported examples of creativity in business plan as a result of using STEM approach e-module- topic of free-range chicken egg productivity for the Entrepreneurship Course in Chemistry Education. Thus, it can be concluded that there is an effect of using STEM approach module-topic of free-range chicken eggs productivity on student learning outcomes in entrepreneurship courses in the chemistry education study program, Universitas Sriwijaya.